Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?
Author(s)Bhardwaj, A; Department of Orthopaedics Surgery Melaka Manipal Medical College
Nagandla, K; Department of Orthopaedics Surgery Melaka Manipal Medical College
Swe, KMM; Department of Orthopaedics Surgery Melaka Manipal Medical College
Abas, ABL; Department of Orthopaedics Surgery Melaka Manipal Medical College
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AbstractBackground E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of ‘blended learning’ that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment).Objectives The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods.Methods A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0.Results The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (p&lt;0.05).Conclusion Our study brings to light the need for formal training as perquisite to support e-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.Kathmandu University Medical Journal Vol.13(1) 2015; 12-18
Copyright/LicenseCopyright (c) 2015 Kathmandu University Medical Journal
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“Question of the Day”: Impact on learning and retentionSatheesha Nayak, B.; Melaka Manipal Medical College (Manipal Campus), Manipal University, Madhav Nagar, Manipal, Karnataka State; Mohandas Rao, K.G.; Melaka Manipal Medical College (Manipal Campus), Manipal University, Madhav Nagar, Manipal, Karnataka State; Sundarshan, S.; Melaka Manipal Medical College (Manipal Campus), Manipal University, Madhav Nagar, Manipal, Karnataka State; Naveen, K.; Melaka Manipal Medical College (Manipal Campus), Manipal University, Madhav Nagar, Manipal, Karnataka State; Srinivasa Rao, S.; Melaka Manipal Medical College (Manipal Campus) Manipal University, Madhav Nagar, Manipal, Karnataka State; Ashwini Aithal, P.; Melaka Manipal Medical College (Manipal Campus) Manipal University, Madhav Nagar, Manipal, Karnataka State (Kathmandu Medical College, 2017-02-26)See PDF for abstract
Student’s Accreditation of integrated Medical Education in NepalBanerjee, Indrajit; Department of Pharmacology, Manipal College of Medical Sciences, Pokhara; Jauhari, Akhilesh Chandra; Department of Pharmacology, Manipal College of Medical Sciences, Pokhara; Johorey, Ajay Chandra; Department of Orthopedics, Lilawati and Beach candy Hospital, Mumbai; Gyawali, Sudesh; Department of Pharmacology, Manipal College of Medical Sciences, Pokhara; Saha, Archana; Department of Pharmacology, Manipal College of Medical Sciences, Pokhara (Asian Journal of Medical Sciences Pokhara, 2011-05-15)Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student&rsquo;s Accreditation of curriculum may be useful in further modification of teaching &amp; learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors. Material &amp; Methods: The study was conducted from November 2009 to February 2010 at Manipal college of Medical Sciences, Pokhara, Nepal. The present study was done to asses the teaching/learning and evaluation procedures adopted by getting Accreditation from students of 2nd, 3rd and 4th semester A structured questionnaire was prepared and a pilot study consisting of 10 students from each batch (randomly selected) was done. Results were analyzed and discussed by the authors before undertaking the main study. Later in the main study accreditation of 186 medical students was collected by same multigraded questionnaire and analyzed for the benefit of further modification of medical education by universities and medical colleges in Nepal in particular and general elsewhere. Results: All the results of the study were discussed in detailed one by one in discussion .Out of them for example one of the result of the study was that subjects like Pathology, Microbiology &amp; Pharmacology should be reduced or not at all taught in first 2 semesters and should be continued till 7th semester like community medicine when the students attend clinical subjects for better understanding of medicine and producing better doctors. Conclusion: Overall the results were alarming &amp; may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future. Key Words: Medical Education; Multigraded Questionnaire; Bachelor of Medicine &amp; Bachelor of Surgery DOI: 10.3126/ajms.v2i1.3592 Asian Journal of Medical Sciences 2 (2011) 49-52
Avenues for Professional Development: Faculty Perspectives from an Indian Medical SchoolAbraham, RR; Department of Physiology, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka; Pallath, V; Department of Microbiology, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka; AM, C; Department of Microbiology, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka; Ramnarayan, K; Department of Pathology, Melaka Manipal Medical College (Manipal Campus), Manipal University, Manipal, Karnataka; Kamath, A; Department of Community Medicine Kasturba Medical College, Manipal University Manipal, Karnataka (Kathmandu Medical College, 2014-09-03)Background Medical school faculty in India are challenged to balance teaching and professional development. Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India offers the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The institution incorporates certain effective practices based on adult learning principles which are aimed at fostering the professional development of faculty members. Objectives The present study was undertaken to explore the perceptions of faculty members regarding the scope for professional development at Melaka Manipal Medical College, Manipal Campus. Methods In September 2009, a questionnaire comprising items (23) focusing on five adult learning principles (active participation, relevant learning, constructive feedback, safe, non-threatening environment and previous experiences) was designed and faculty members (n=23) were asked to respond to it on a 5-point Likert scale. Additionally, a force field analysis was conducted by asking the faculty to identify three factors which facilitated them to consciously get involved in professional development activities. They were also asked to identify three unfavorable factors that hindered their professional development. Results Among the five characteristics, relevant learning was found to have a high mean score. Frequency analysis of responses revealed that at Melaka Manipal Medical College, there was ample scope for relevant self-learning that fosters professional development (91.3%). Force field response analysis revealed Melaka Manipal Medical College offered considerable flexibility and opportunities for continuing professional development along with faculty members&rsquo; prevailing role as teachers. Nevertheless, the need for more research facilities and funds was highlighted. Conclusions Adherence to adult learning principles may provide avenues for professional development in medical schools. An organized attempt to make the medical school faculty aware of the scope of these practices appears to be necessary to nurture professional development in settings where there are resource constraints. DOI: http://dx.doi.org/10.3126/kumj.v10i4.10997 Kathmandu Univ Med J 2012;10(4):60-65